چكيده لاتين
the present study aimed to study of outcomes of entry assessment of novice students on curriculum implementation from the perspective of teachers. In this research, curriculum implementation was defined in terms of teachersʹ expectations, better understanding and consideration of individual differences among students, and the human relationships between teachers and students. The study employed a mixed-methods approach, utilizing an exploratory sequential design (qualitative-quantitative). The qualitative phase involved specialists, expert assessors, general assessors, and managers of health and school readiness assessment centers across six districts of Isfahan city. The quantitative phase included first-grade teachers from these six districts (N=733). Sampling was purposive for the qualitative phase and stratified proportional to size for the quantitative phase. The qualitative sample, determined by theoretical saturation, was 12 individuals, while the quantitative sample size, estimated using G-Power software, was 196 first-grade teachers, of whom 183 (93.3%) responded to the research questionnaire. Data collection tools included semi-structured interviews for the qualitative phase and a researcher-made questionnaire for the quantitative phase. Face validity was used to assess the interview questions, while content validity was applied to the questionnaire. The reliability of the questionnaire was confirmed using Cronbachʹs alpha coefficient (α>0.7). Qualitative data were analyzed through content analysis, and quantitative data were analyzed using descriptive statistics (frequency, percentage, mean) and inferential statistics (skewness, kurtosis, independent t-test, one-sample t-test, and one-way ANOVA) in SPSS version 24.
In the qualitative section, the research results showed that in the objectives dimension, the entry assessment to primary school in its current implementation status cannot properly achieve the defined objectives and needs to be revised and reviewed. In the expectations dimension, the outcomes of the entry assessment affect teachersʹ expectations of students. These outcomes can lead to the formation of positive or negative expectations of expectation, which depends on factors such as the number of students and slow learners in each class, the individual characteristics of the teacher and school conditions. In the cognition dimension, the outcomes of the entry assessment, despite expectations, had no effect on better understanding and consideration of individual differences of children. In the relationships dimension, the outcomes of this assessment affect the human relationships between teacher and student. These outcomes can lead to the emergence of positive or negative relationships between the teacher and learners. Subsequently, some executive challenges of the assessment plan were collected, which include: shortage of assessment centers, shortage of specialized assessors, lack of updating questions, influence of parents and center managers, population density, lack of follow-up on interventions, implementation of assessment as a point-based rather than process-based approach, and the impact of family conditions on studentsʹ intelligence scores.
In the quantitative section, the research results showed that participation in workshops introducing the entry assessment will increase teachersʹ awareness of the objectives and stages of the entry assessment, but it has no effect on educational expectations, better understanding of learners, and human relationships between teacher and student. Based on teachersʹ opinions, the outcomes of the assessment affect the expectations and human relationships between them and learners, but it will not provide teachers with a complete understanding of students..
